School problems of regional dialect speakers ideology and reality. Results and methods of empirical investigations in southern Germany

Abstract

First results of a research project show that regional dialect speakers are disadvantaged in the schools in the Swabian area of southern Germany. Their achievements are inferior compared to standard language speakers in orthography, written composition, reading, and oral participation in class. In addition, attitude tests indicate that regional dialect speakers are generally rated less intelligent than standard language speakers. These results of empirical research contrast with the common opinion in this area that dialect is not a school problem. This misleading opinion is taken for a fact even by some scholars, who in their publications help to confirm it. It is shown that there are underlying social interests supporting this opinion, an opinion which implies sociolingual harmony. One of its effects is that there seems to be no need to effectively teach the standard language to the dialect speakers. This is one method of keeping dialect speakers, who are roughly identical with the lower social classes, out of the government and other leading positions. It is shown that the standard language is indispensable in these positions, and that opening them to the lower social classes necessarily implies providing the latter with solid skills in the standard language. Bilingualism, including situational shifts from dialect to standard, is not considered to be a realistic educational goal; neither does it solve the problem, since it still will imply insufficient practice and skills in the standard language.